Understanding LMS Acceptance in Vocational Secondary Education
Extending the Technology Acceptance Model Using SEM-GSCA
DOI:
https://doi.org/10.7160/eriesj.2026.190305Keywords:
Learning Management System, SEM-GSCA, Technology Acceptance Model, Vocational SchoolAbstract
This study examines vocational secondary school students’ acceptance of Learning Management Systems (LMS) by extending the Technology Acceptance Model (TAM) with external factors, including computer self-efficacy (CSE), subjective norm (SN), perceived enjoyment (PE), perceived accessibility (PA), and perceived playfulness (PP). A quantitative cross-sectional survey was conducted with 252 students at one vocational secondary school in Surabaya, Indonesia, and the data were analyzed using SEM-GSCA. The findings showed that PA was the only external factor significantly associated with PEOU, whereas the other external variables showed no significant associations with PU or PEOU. Within the TAM framework, PEOU was significantly associated with PU and ATU, whereas PU emerged as the strongest predictor of both ATU and BI. BI also significantly predicted actual LMS use. In this sample, LMS acceptance was more strongly associated with accessibility and functional utility than with motivational or hedonic factors. The study extends the application of TAM to vocational secondary education and suggests that schools and LMS developers should prioritize accessibility, usability, and pedagogical relevance to support sustainable LMS adoption.
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